Matching Pairs THREEOnline version Match the elements to the excerpts by Paulo Henrique 1 Results showed that the teachers’ perceptions are based on two ambivalent ideologies: on one hand the teachers accept and recognize the potentialities for the use and teaching of slang; on the other hand they restrict such vocabulary due to its semantic field and other issues. 2 Thus, the literature that supports this study concerns the theoretical and methodological assumptions of Sociolinguistics (BAGNO, 2007; CALVET, 2002; LABOV, 2008; MATTIELLO, 2005, and others), as well as all the research carried out (both in Brazil and internationally) in the context in teaching and learning of foreign languages, focusing on slang (BARRA, 2007; BIERMAN, 2008; BURKE, 2011; HOLSTER, 2005 among others) 3 Teachers’ Perceptions. Slang. English Classes. Foreign Language. Brazilian Context. 4 This is a qualitative research, having an interpretive epistemology, and a relativist ontology adopting interviewee’s cognition as the unit of analysis (BORG, 2003; BROWN et. al., 1989), more specifically, the teacher’s perceptions (REIS, 2013). As data collection instruments, open-ended questionnaires and semi-structured interviews were used with four high school teachers from public schools in the state of Paraná. The data analysis is underpinned by the Grounded Theory approach (STRAUSS, CORBIN, 1998) as well as by analysis triangulation by Human Instruments (REIS, 2008). This group has less than 2 elements, make sure that is what you want 5 Taking into consideration a discussion with respect to the relevance and possibilities of including slang (as a learning resource) in the pedagogy of English as a foreign language, this research aims at investigating teachers’ perceptions regarding the relevance and possibilities of the teaching and learning of slang in English classes in the Brazilian context. KEY-WORDS METHODOLOGY RESULTS THEORY OBJECTIVES
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